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written by Lane Seeley
The Energy Project is a research effort aimed at increasing learner engagement with energy concepts in K-12 classrooms. We work closely with elementary and secondary science teachers, offering professional development opportunities in which teachers use energy tracking strategies to make sense of energy conservation in a wide range of complex physical phenomena. We value the construction and refinement of flexible, rigorous and intuitive energy models which will empower learners to make sense of phenomena and resources that they care about in the real world. Therefore, both in instruction and assessment we prioritize energy reasoning strategies over static lists of energy facts or correct explanations. In this paper we share preliminary evidence of significant shifts in teacher's constructive use of diagrams and rigorous attention to energy tracking when confronted with a novel energy scenario. We believe that this study has methodological implications for future research on shifts in energy understanding.
Physics Education Research Conference 2013
Part of the PER Conference series
Portland, OR: July 17-18, 2013
Pages 337-340
Subjects Levels Resource Types
Classical Mechanics
- Work and Energy
Education - Applied Research
- Professional Development
Education - Basic Research
- Assessment
= Methods
- Cognition
- Learning Theory
- Problem Solving
= Metacognition
= Representational Use
- Sample Population
= Instructor: In-service
General Physics
- Scientific Reasoning
- Graduate/Professional
- Reference Material
= Research study
PER-Central Type Intended Users Ratings
- PER Literature
- Researchers
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Format:
application/pdf
Mirror:
http://dx.doi.org/10.1119/perc.20…
Access Rights:
Free access
License:
This material is released under a Creative Commons Attribution 3.0 license. Further distribution of this work must maintain attribution to the published article's author(s), title, proceedings citation, and DOI.
Rights Holder:
American Association of Physics Teachers
DOI:
10.1119/perc.2013.pr.072
NSF Number:
0822342
PACSs:
01.40.Di
01.40.eg
01.40.ek
01.40.gb
01.40.gf
01.40.Fk
01.40.jh
88.05.Gh
Keywords:
PERC 2013, conservation, diagrams, energy, preparation for future learning, professional development, reasoning strategies, representations
Record Cloner:
Metadata instance created January 31, 2014 by Lyle Barbato
Record Updated:
January 31, 2014 by Lyle Barbato
Last Update
when Cataloged:
December 16, 2013
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Record Link
AIP Format
L. Seeley, presented at the Physics Education Research Conference 2013, Portland, OR, 2013, WWW Document, (http://www.compadre.org/Repository/document/ServeFile.cfm?ID=13142&DocID=3689).
AJP/PRST-PER
L. Seeley, Assessing for shifts in learner's energy reasoning strategies presented at the Physics Education Research Conference 2013, Portland, OR, 2013, <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=13142&DocID=3689>.
APA Format
Seeley, L. (2013, July 17-18). Assessing for shifts in learner's energy reasoning strategies. Paper presented at Physics Education Research Conference 2013, Portland, OR. Retrieved July 29, 2014, from http://www.compadre.org/Repository/document/ServeFile.cfm?ID=13142&DocID=3689
Chicago Format
Seeley, Lane. "Assessing for shifts in learner's energy reasoning strategies." Paper presented at the Physics Education Research Conference 2013, Portland, OR, July 17-18, 2013. http://www.compadre.org/Repository/document/ServeFile.cfm?ID=13142&DocID=3689 (accessed 29 July 2014).
MLA Format
Seeley, Lane. "Assessing for shifts in learner's energy reasoning strategies." Physics Education Research Conference 2013. Portland, OR: 2013. 337-340 of PER Conference. 29 July 2014 <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=13142&DocID=3689>.
BibTeX Export Format
@inproceedings{ Author = "Lane Seeley", Title = {Assessing for shifts in learner's energy reasoning strategies}, BookTitle = {Physics Education Research Conference 2013}, Pages = {337-340}, Address = {Portland, OR}, Series = {PER Conference}, Month = {July 17-18}, Year = {2013} }
Refer Export Format

%A Lane Seeley
%T Assessing for shifts in learner's energy reasoning strategies
%S PER Conference
%D July 17-18 2013
%P 337-340
%C Portland, OR
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=13142&DocID=3689
%O Physics Education Research Conference 2013
%O July 17-18
%O application/pdf

EndNote Export Format

%0 Conference Proceedings
%A Seeley, Lane
%D July 17-18 2013
%T Assessing for shifts in learner's energy reasoning strategies
%B Physics Education Research Conference 2013
%C Portland, OR
%P 337-340
%S PER Conference
%8 July 17-18
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=13142&DocID=3689


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The AIP Style presented is based on information from the AIP Style Manual.

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